Model Positive Relationships
Model Positive Relationships
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Modeling positive relationships...
Gives authentic representation
Demonstrates expected behavior
Stimulates the formulation of positive relationships
Implementation
Implementation
Overview
As common occurrences such as a disagreement occur, use as a teachable moment where student may learn from how to handle these situations.
Go step by step on thought process including feelings and rationale for responses.
Reflect at the end of discussion
You may have time to ask students about their experiences with a particular situation and how they handled it.
Core Components
Should be done both responsively and proactively.
Situations should be clear and students should be able to identify alternatives
A gradual release should be used in combination of guided reflection
Proactive Implementation
Proactively modeling positive relationships may be to show students the interactions you have with other adults within the building and opening up to discussion. This modeling can be done organically over time or have scripted events occur.
Responsive Implementation
Responsively modeling positive relationships may stem from a student, group, or class struggled with interpersonal interactions. The supervising adult may craft scripted scenarios for students to witness and then discuss. This may also look like explicitly teaching concepts such as kindness and collaboration to students having them consider what these concepts actually look like in action.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may be paired with a prosocial influence and debrief on the interactions that occurred. This may be a student that the other looks up to or holds in high regard.
Skills Training
If the need is skill building then specific skills should be identified and taught through scenarios for the student to practice.
Awareness
If the need is awareness then the student may receive honest candor and feedback from peers they interact with to initiate true reflection.
Emotional Regulation
If the need is regulation then the modeling should be conflict related and may be generated by the target student or group to practice possible solutions.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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